Education for Young People with Disabilities (UK Aid)

Philip Hollobone Excerpts

Tuesday 28th October 2014 Westminster Hall

[Alison McGovern (Wirral South) (Lab)]

It is a great pleasure, Mr Hollobone, to serve under your chairmanship. It is also slightly intimidating to follow two former teachers. In my duties as a Member of Parliament, I am never more nervous of my presenting skills than when following teachers. I congratulate the hon. Member for Ceredigion (Mr Williams) on securing this debate on such an important issue.

It is true for many that we remember the people who taught us, although I am sure that they do not remember the many hundreds of children they taught. It shows the great contribution made by former members of the teaching profession in the House and we should be proud of that, not least the contribution by my hon. Friend the Member for North West Durham (Pat Glass) who, as ever, showed her expertise on the subject and her absolute determination to achieve for children not just in this country but around the world. I agree with so much that has been said. It is good, helpful and right that we can speak as one across parties on such an important issue as the rights of children with disabilities wherever they are in the world.

We know from our constituency experience how often disability is closely tied to poverty or disadvantage. The matter is being discussed on the Floor of the House now. In the developing world, that problem is magnified many times, and when reading the International Development Committee’s recent report on disability I was struck by what Professor Groce of University College London said:

“If one goes into the poorest…slum or the most marginalized rural village and asks ‘who is the poorest person in your community’? one will almost invariably be directed to the household of a person with a disability.”

The World Bank estimates that eight out of 10 disabled people live in developing countries, and that people with disabilities make up 20% of the world’s poorest people. In reality, I suspect that that figure is probably an underestimate. The great philosopher and economist, Amartya Sen, has pointed out that the poverty line for disabled people is significantly higher than for many other people because, as we recognise in our social security system, the cost of day-to-day life is often inflated by the sheer fact of disability.

The debate today is focused specifically on education for children and young people with disabilities and with good reason, as we have heard. In many cases, young people with disabilities in developing nations find themselves doubly disadvantaged, living in nations where youth unemployment may be as high as seven or eight in 10, where poverty wages are most prevalent among the young, where access to education remains far too low, and where young people disproportionately lack access to health, or are more likely to face violence and displacement. On each and every one of those counts, a young person with a disability is more likely to be negatively affected.

It is often suggested that the very welcome forward movement in poverty reduction that has been achieved under the auspices of the millennium development goals has in part been a case of picking the lowest hanging fruit and upping the incomes of those closest to the poverty line. If that is the case, young disabled people are perhaps the hardest to reach among that group. A key focus of the sustainable development goals that will replace the millennium development goals next year must be to address the hardest parts of poverty reduction, to ensure that no one is left behind and to include within the development agenda help to bring those with disabilities out of disadvantage and poverty, not simply focusing on income, although financial disadvantage is significant. I agree that education for the most excluded people in society must be at the heart of what we try to do in the coming year within the sustainable development goals.

I do not want to dwell on the negative, but there is no question but that being disabled as a child in a developing country makes them far less likely to access education. Some of the figures are startling and bear repeating. Some 85% of children not in school in Nepal are disabled and only 3% of disabled children in Ethiopia complete primary education. Ethiopia has made great strides in poverty reduction, but still only 3% of disabled children make it through primary education. For those who do receive education, the correlation between disability and poor outcomes is striking.

The underlying reasons are manifold, but all too often are based on negative attitudes and discrimination. Disabled children are hidden away or placed in segregated education and Governments provide low prioritisation or split responsibilities for the education of disabled children. Teacher training is vital in poorer countries, particularly in helping disabled children to meet their potential. Those fundamental problems must be placed at the centre of development policy.

The Government inherited a strong focus in DFID on disability issues. In 2000, Britain became the first donor to develop guidance notes on disability-inclusive programming and specifically on education for children with disabilities. In 2008, we were the inaugural donors to the Disability Rights Fund. The Government have continued to take important steps. In particular, I welcome on behalf of the Opposition the decision to require all school building funded through DFID programmes to incorporate the principles of universal design and to tackle the huge data gaps on children with disabilities and education. It can be hard to get people excited about data, but they are at the heart of developing effective policy in this and every other development area. The sustainable development goals have the potential to take forward our ambitions for the poorest people in the world, so they must be rigorously data focused.

The sustainable development goals will, I hope, address the fact that the millennium development goals noticeably failed to mention disability as an issue to be addressed. I would, however, offer a warning. The fact of having something codified does not guarantee progress in itself. The Indian constitution directly protects disabled people from discrimination, but in few nations are disabled people more discriminated against than in India.

We want the sustainable development goals to be focused in a way that encourages development that works for all, including the most marginalised groups. The UN high-level panel recommended that the post-2015 goals should specifically state that no target should be considered met unless it is met for all social groups, including people with disabilities. The Government have publicly backed the inclusion of such a caveat, and I support them in doing so, but it has disappeared from the outcomes document of the UN open working group on sustainable development, which was published in July. Will the Minister therefore update us on where the negotiations stand on ensuring that the sustainable development goals do, indeed, work for all and do encourage Governments worldwide to tackle some of the hardest development issues, including education for children with disabilities?

If we are to be successful in encouraging other nations—donors and recipients—DFID must lead the way. In its recent response to the Select Committee report, it promised to publish a DFID disability framework in November. Will the Minister confirm that the Department is on track to publish that framework and that education will be a key focus? Will he set out how the Department will ensure that what will no doubt be the finest of words also become concrete actions? Will DFID country offices report back frequently on how they are supporting and including disabled people?

I have a further question on some of the practicalities. Does the Minister believe that DFID has the skills base genuinely to develop world-leading disability policy? As we have heard, the UK plays a proud role in the field, and we want to see Britain at the heart of new thinking. In response to the Select Committee, the Department promised to increase the number of disability specialist staff, but only to two. In comparison, 21 staff are working on gender issues. I have absolutely no interest in playing gender off against disability, because they are both vital issues, but the comparison is striking. Does the Minister think that the Department has the advice and support it needs on disability issues?

In conclusion, this has been a useful debate on a crucial issue. DFID has a good track record on disability issues within development, and I feel sure we can be a world leader. However, we need a genuine commitment throughout the run-up to the next set of development goals to make sure that the global development agenda is clearly based on the principle of “no person left behind”.

[Mr Philip Hollobone (in the Chair)]

The Deputy Leader of the House has many interesting roles to perform in life, but today’s might be one of the more interesting, because he is standing in for Lynne Featherstone and he has been asked to be Clement Attlee, so let us see how it turns out.